Rachael Reeves
Assessment of Learning
Spring 2011
Test Creation Project- Minerals, Rocks, and Natural Resources Test
Geology Unit, Earth Science, Lafayette High School
Classroom Context
This test is intended to be administered in Earth Science classes at Lafayette High School
in Williamsburg, Virginia. The Earth Science course is designed to provide students with an
understanding of scientific investigation, meteorology, astronomy, geology, and oceanography
and is based on the curriculum framework of the Virginia Earth Science Standards of Learning.
The majority of the 65 students in my Earth Science classes this semester are freshman, but
there are also several upperclassmen in each of my three classes. Two classes are advanced
classes that generally show a preference for self-directed, individual learning; the third is a
general class that requires more prompting and responds well to kinesthetic instructional
methods. I tried to incorporate questions that account for diverse learning styles by including
questions with images for visual learners, as well as a variety of question types. In addition, my
unit assessment plan outlines ways beyond an exam to assess student learning.
One challenge in designing my test was to make accommodations for the diversity of my
classroom. My students present a diversity of socioeconomic status, race, gender, religion,
culture, learning preferences, English language ability, etc., and as an instructor I must ensure
that I reach all of my students, no matter their individual needs. One of the most important
factors I must remember when preparing a test is that I have several English Language Learners
and students with Specific Learning Disabilities. For these students, taking a test under
“normal” circumstances may not allow them to express their knowledge accurately. For these
students, accommodations must be made. To accommodate these students’ testing needs, I
would allow extra time to take the test, perhaps in the Media Center or during our Academic
Enrichment Period (which is like a built in study hall for all students). Additionally, I would
shorten the test by removing several of the multiple choice questions that fall under the
“Physical and chemical properties of major rock-forming and ore minerals” and “Mineral
composition and texture of common rock types” categories. These categories are especially
important to the unit, which is represented by their relative abundance on the test. However, I
think removing several of these questions to make the test more accessible to ELL students and
students with IEPs will not impair my evaluation of these students’ test results.
Geology Unit Overview
The geology unit is the largest and most intensive unit of the Earth Science curriculum.
The Virginia Earth Science standards place a huge emphasis on geology: 21 of the 50 questions
on the Earth Science SOL test and 5 of the 14 SOL objectives fall under the category of geology.
The Williamsburg-James City County pacing guide reflects this accentuation and suggests that
nearly twice as many blocks be spent teaching geology than any other topic. Five weeks will be
devoted to geology, and within that five weeks I plan a range of assessments: two tests, a
project, a lab practical, and class work/ homework. The specific content covered in the unit and
the assessments covering that content can be seen in the unit table of specifications below. The
test will fit into my cooperating teacher’s grading scheme, in which tests and quizzes account
for 60% of a student’s final grade. Class work and homework compose the other 40%. Because
my cooperating teacher does not assign projects, my plan to include a project in my unit
assessment plan must be fit into his grading scheme as a test grade.
Currently, my cooperating teacher only gives multiple choice tests. Although I
understand the importance of preparing students for standardized test situations that rely on
multiple choice questions to cover a breadth of information with relative ease, I also recognize
the limitations of multiple choice. In my exam, I use matching items to cover a list of basic
concepts and definitions that are integral to understanding the unit. Then, I use multiple choice
to test students achievement of the knowledge and comprehension level ILO. However,
multiple choice cannot assess the highest cognitive levels, so to test these ILO I use supplyresponse items such as short answer and essay.
This exam will cover the rocks, minerals, and natural resources segment of the geology
unit, which equates to approximately half of the Geology Standards of Learning. Although they
are included in the geology unit, this test will not include plate tectonics, Earth history, or
Virginia geology. In addition to this test, I will also assess student learning in this unit through a
lab practical, formative class work assignments, and a creative project. My instructional
approach is inquiry-based, which allows me to assess my students’ progress before, during, and
after inquiry activities. I often ask students challenging questions as they explore a topic in a
simulation, lab, activity, etc. Their written and verbal answers to my questions indicate how
much explanation I need to do so that my students fully understand a concept. After I explain, I
often give them a wrap-up or clarifying activity from which they can organize and refine their
understanding, and I can observe how much they have learned. By watching my students work
through these in-class activities, I gain insights that let me evaluate their understanding and
make plans for future lessons.
One of the major outcomes for this unit is that students will be able to identify major
minerals and rocks based on their physical properties. Although I included test items that
require students to understand how to identify rocks and minerals, these questions don’t
actually test whether or not a student can identify a rock or mineral sample. To test this skill, a
lab practical is necessary. Students should be able to identify some basic minerals (including
coal, one of Virginia’s most important resources), tell a rock’s type, and answer general
questions about a rock or mineral in a lab setting. Students will be given a rock or mineral
sample and be asked questions about it. As indicated by the unit table of specifications, the
assessment should remain at or below the comprehension cognitive level. An example question
may be “Is igneous rock #4 intrusive or extrusive?” When evaluated in tandem with students
test results, the lab practical will give a broad picture of students’ practical skills and factual
knowledge of rocks, minerals, and natural resources.
Assessment for the second half of the geology unit will be centered on class work, a
Virginia geology project, and a test. Instruction during this part of the unit may be shaped by
the results of the previous set of assessments. Insights gained from the part 1 test and lab
practical will inform me how my students are learning and what topics they are having difficulty
with. It may be necessary to revisit topics or alter my instruction to account for weaknesses in
certain skills. In this part of the unit, students will be able to create and express their knowledge
in a creative medium. For my Virginia geology project, I ask students to research one of
Virginia’s geologic provinces or a prominent geologic feature in Virginia. In addition to the
geologic significance and origin of their topic, they will also research the feature’s economic
and social impacts. They are then to express this knowledge in a creative format, such as a
poster, pamphlet, or photo-story. For example, a student may discover that the Appalachian
Mountains are one of the oldest geologic features in the United States and also are vital to the
tourist economy of Virginia, so they make a tourism brochure for the region. My intention for
this project is that students will become an “expert” on an aspect of Virginia’s rich geologic
history, share that knowledge with their classmates, and express their learning in a creative
way. This creative project will be supplemented with a test covering the physiographic
provinces of Virginia, plate tectonics, geologic processes, geologic history diagrams, and
relative/absolute dating.
Geology Unit Intended Learning Outcomes
This unit is intended to assess students’ acquisition of the Virginia Earth Science
Standards of Learning numbers 5, 6, 7, 8, and 9. These standards are listed below, along with
the unpacked intended learning outcomes contained in each state-written standard. The
bolded verbs indicate the cognitive level of each ILO, while the underlined phrases indicate the
content of each ILO. The rocks, minerals, and natural resources test is only designed to test SOL
5, 6, and 7, the remaining SOL will be assessed in the other forms discussed in the unit
assessment plan.
ES.5- The student will investigate and understand how to identify major rock-forming and ore
minerals based on physical and chemical properties. Key concepts include
a) hardness, color and streak, luster, cleavage, fracture, and unique properties; and
b) use of minerals.
ILO:
 Students will be able to describe uses of common minerals.
 Students will be able to identify and name major rock-forming and ore minerals
based on physical and chemical properties.
ES.6- The student will investigate and understand the rock cycle as it relates to the origin and
transformation of rock types and how to identify common rock types based on mineral
composition and textures. Key concepts include
a) igneous (intrusive and extrusive) rocks;
b) sedimentary (clastic and chemical) rocks; and
c) metamorphic (foliated and unfoliated) rocks.
ILO:
 The student will be able to name, label, and explain the rock cycle.
 The student will be able to identify and name common rock types based on mineral
composition and textures.
 The student will be able to classify a given rock type as igneous, metamorphic, or
sedimentary
ES.7- The student will investigate and understand the difference between renewable and
nonrenewable resources. Key concepts include
a) fossil fuels, minerals, rocks, water, and vegetation;
b) advantages and disadvantages of various energy sources;
c) resources found in Virginia;
d) making informed judgments related to resource use and its effects on Earth
systems; and
e) environmental cost and benefits.
ILO
 Students will understand the differences between renewable and nonrenewable
resources
 Students will be able to analyze the advantages and disadvantages of various
energy sources.
 Students will be able to name Virginia’s natural resources
 Students will be able to make informed judgments related to resource use based
in part on environmental costs and benefits.
ES.8- The student will investigate and understand geologic processes including plate tectonics.
Key concepts include
a) how geologic processes are evidenced in the physiographic provinces of Virginia
including the Coastal Plain, Piedmont, Blue Ridge, Valley and Ridge, and
Appalachian Plateau.
b) processes (faulting, folding, volcanism, metamorphism, weathering, erosion,
deposition, and sedimentation) and their resulting features; and
c) tectonic processes (subduction, rifting and sea floor spreading, and continental
collision).
ILO:
 Students will be able to label on a map and recognize the major features of the
physiographic provinces of Virginia.
 Students will be able to describe and understand the formation of major geologic
processes, including faulting, folding, volcanism, metamorphism, weathering,
erosion, deposition, sedimentation.
 Students will be able to explain the theory of plate tectonics.
ES.9- The student will investigate and understand how freshwater resources are influenced by
geological processes and the activities of humans. Key concepts include
a) processes of soil development; and
b) development of karst topography.
ILO:
 Students will be able to interpret a simple geologic history diagram, using
superposition and crosscutting relations
 Students will be able to describe methods scientists use to determine the relative
or absolute age of a rock, fossil, or structure.
Geology Unit Table of Specifications
Earth Science SOLs 5, 6, 7, 8, 10
COGNITIVE LEVEL
CONTENT
Physical and
chemical
properties of
major rockforming and
ore minerals
Uses of
common
minerals
The rock cycle
Knowledge
Comprehension

Test 1

Test 1
Lab Practical

Test 1

Test 1

Test 1
Application
Analysis
Synthesis
Evaluation
Mineral
composition
and texture of
common rock
types
Rock types
Renewable and
nonrenewable
resources
Advantages
and
disadvantages
of various
energy sources
Environmental
costs and
benefits of
resource use

Test 1

Test 1

Test 1

Test 1
Essay

Test 1
Essay
Virginia’s
natural
resources

Test 1
Essay
Project
Physiographic
provinces of
Virginia
Formation of
major geologic
processes
Theory of plate
tectonics
Superposition
and
crosscutting
relations use
for geologic
history
diagrams
Methods
scientists use
to determine
relative or
absolute age

Test 2
Project


Test 1
Lab Practical

Test 2
Project

Test 2

Test 2

Test 2
Each ILO will also be assessed through classroom activities and homework at the
appropriate cognitive level
Test-Specific Table of Specifications
COGNITIVE LEVEL
CONTENT
Knowledge
Physical and
chemical
properties of
major rockforming and
ore minerals
Uses of
common
minerals
The rock cycle

1, 4, 5, 9,
10, 11, 14,
15
Comprehension
Application
Analysis
Synthesis
Evaluation

24

24

12

23
Mineral
composition
and texture of
common rock
types
Rock types

7, 16, 17,
18, 19

22

2, 4, 6, 20
Renewable and
nonrenewable
resources
Advantages
and
disadvantages
of various
energy sources
Environmental
costs and
benefits of
resource use
Virginia’s
natural
resources

3, 7, 13

25

25

21
*Test items 10, 11, 13 were written by my cooperating teacher Stephen Deer. Items 12, 15, and
16 were taken from the released 2007 Earth Science SOL exam.
** Larger check marks indicate the relative emphasis of certain ILO
Discussion of Reliability and Validity
As a classroom teacher, I use tests to evaluate my students learning and direct my
future instruction. However, if a test is not reliable and valid, its’ results cannot be used for
these intended predictive and evaluative purposes. For this reason, I strived to make my test as
valid and reliable as possible by following the SOL framework of the State of Virginia,
constructing my test based on a table of specifications, and having a peer proofread my test.
For these reasons, I believe that my test has a high degree of validity and reliability despite any
threats to reliability.
By unpacking the standards associated with my geology unit, I was able to write
intended learning outcomes for the unit. These ILO included both the intended cognitive level
and content of the objective, which were then mapped onto a table of specifications. Created
with the curriculum in mind, this table of specifications is the guide for my instruction and
assessment. By aligning the curriculum, instruction, and assessment in this way, I have assured
that my test has a high degree of construct validity. With the table of specifications as my
guide, I was able to create a test that accurately assessed the right content at the right
cognitive level, thus giving my test content validity. I was able to reflect the relative emphasis of
certain items with the number and type of question assessing that content.
One threat to the reliability of my test is the limited language skills of some of my
students. Although I am not grading the short answer and essay portions of my test on
grammar or punctuation, writing skills still have a major impact on how well a student is able to
express their knowledge of a topic. In my classes, I have several ELL students and students with
SLDs. For these students, expressing their thoughts in a written answer may be difficult, despite
the accommodations I discussed earlier. Approximately twenty percent of my test is supply
response, and I must I must remember this as I grade and analyze their test results. Although
the test has a high degree of content and construct validity, this threat to reliability may limit
my ability to draw inferences about students with a limited capacity to express their thoughts in
written form.
Other threats to reliability may be linked to test administration and creation. Any
interruptions or distractions during the test administration may alter the results of the
assessment. Unfortunately, I may not recognize this systematic error if it is class-wide
throughout the entirety of the test. However, an item analysis may reveal specific “problem
questions,” that may be unreliable for any number of reasons. After all the test papers have
been corrected, I can map my students results onto a table of specifications and look for
patterns in the test’s results. If I see an item that students are systematically doing extremely
poor or well on, I will need to closely examine the reliability and validity of that item. By
ensuring that each of my test items are both reliable and valid, I am one step closer to a valid
and reliable assessment.